Enhancing EFL Learners in Narrative Writing and Critical Thinking Using Fractured Fairy Tales YouTube Videos

Dwi Siwi Anggraeni, Rahmawati Sukmaningrum, Senowarsito Senowarsito

Abstract


The purpose of this study is to assess the critical thinking and narrative writing skills of EFL students after taught using fractured fairy tales reading text and YouTube video, and to examine the significant difference of the result after using both media.  The study employed a quasi-experimental design that involves 36 senior high school students in the twelfth grade. The findings showed that both fractured fairy tales reading text and YouTube video are effective to improve the narrative writing skill and critical thinking. The finding for narrative writing in both groups shows that the calculated t value obtained is 2.246 with a significance of 0.031. Because p < 0.005, it was decided that students in the experiment group had higher average narrative writing scores than those in the control group. The finding for critical thinking in both groups obtains the number -2.577 with a significance of 0.010. The use of fractured fairy tales in reading texts and video differs significantly (p < 0.005).  

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References


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DOI: https://doi.org/10.26877/lej.v5i2.25539

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